DEVELOPING LISTENING SKILLS

THROUGH ENGLISH MOVIES AT

DIPLOMA LEVEL

Muhammad Saeed
March, 2010

Department of English language & Applied Linguistics

Allama Iqbal Open University, Islamabad

 DEVELOPING LISTENING SKILLS
THROUGH ENGLISH MOVIES AT
DIPLOMA LEVEL

by

Muhammad Saeed
Roll No. 508211743

Supervised by: Prof. Wafa Muhammad

Submitted in partial fulfillment of the requirements for

MA TEFL at the Department of English Language &
Applied Linguistics, Faculty of Social Sciences,
Allama Iqbal Open University, Islamabad
March, 2010
 ABSTRACT

Title: Developing Listening Skills through English Movies at Diploma Level

Pages: 94

Researcher: Muhammad Saeed

Advisor: Prof. Wafa Muhammad

University: Allama Iqbal Open University, Islamabad

Year: March, 2010

Subject Area: TEFL

Degree: MA TEFL

This study reports the effective use of authentic material like English Movies for

developing the listening comprehension skills, which is the most ignored and a difficult

skill to acquire. The study shows different strategies adopted for using English movies for

language teaching.

The participants in the study were twelve EFL learners at a language institution in

Mingawara Swat. During twelve weeks of experiment the students were taught with four

Hollywood movies. Before the experiment a pretest was conducted for knowing the

initial listening comprehension abilities of the learners. During the experiment listening

comprehension tests were conducted at the end of each movie. At the end of the whole

experiment a post-test was conducted. The results of the pretest and post-test were

compared.

i
Both qualitative and quantitative approaches are adopted in this study. The data include

Pretest, Survey Questionnaire, Listening Comprehension Tests, Classroom Observation,

open ended interviews, students feedbacks and Post-test. According to the scores

achieved through different kinds of listening comprehension tests, the researcher found

that students understand better when they are taught with video. With visual and auditory

input, the spoken English in the videos become more comprehensible.

The main find ings of the study were:

English Movies can be use for developing listening skills.

Paralinguistic features help the listener understand the native speakers.

Videos motivate learners to learn by presenting authentic language.

A look at the culture of the native speakers can be provided with videos

ii
 ACKNOWLEDGEMENT

I am grateful to the Al Mighty Allah for giving me the strength to complete the thesis in

time. I am grateful to Prof. Wafa Muhammad for giving proper direction to my research.

I am extremely thankful to Mr. Rohul Amin principle Mind Your Language for letting

the research completed at his renowned institution.

I am thankful to my friends Mr. Aziz ul Haq, Mr. Fazal Hadi, Mr. Umar Khan and Mr.

Subhani Jawhar for their timely he lp and encouragement and to all those who helped or

encouraged me one way or the other.

Muhammad Saeed

iii
 DECLARATION

I, Muhammad Saeed, do hereby solemnly declare that the work produced for this thesis is

my own, and has not been presented before to any other institute or University for a

degree.

The research was carried out and completed at Mind Your Language a language

institute situated in Mingawara, Swat, Pakistan.

Muhammad Saeed

The Researcher

iv
 DEDICATION

I dedicate my thesis to my friends Mr. Aziz ul Haq, Mr. Aftab Alam & Mr. Nasir Aman

Whom, I always found in time of need.

v
 APPROVAL CERTIF ICATE

Thesis entitled Developing Listening Skills Through English Movies at Diploma Level

submitted by MUHAMMAD SAEED Roll No. 508211743 has been accepted by the

Department of English language and Applied Linguistics, Faculty of Social Sciences,

Allama Iqba l Open University, Islamabad, in partial fulfillment of the requirement for

MA TEFL de gree.

______________________

Chairman

______________________

External Examiner

______________________

Internal Examiner

Dated: ___________________

vi
 TABLE OF CONTENTS
ABSTRACT . i

ACKNOWLEDEGEMENT . iii

DECLARATION.. iv

DEDICATION.. v

APPROVAL CERTIFICATE... vi

TABLE OF CONTENTS. vii

LIST OF TABLES xi

LIST OF FIGURES.. xi

LIST OF GRAPHS.. xi

CHAPTER I: INTRODUCTION 1

1.1 Background of the Problem 2

1.2 Statement of the Problem 2

1.3 Objectives 3

1.4 Research Questions. 4

1.5 Purpose & Significance of the Study.. 4

1.6 Research Design.. 5

1.7 Organization of Thesis. 6

1.8 Delimitation of the Study. 6

CHAPTER II: LITERATURE REVIEW

2.1 Using Authentic Video in Language Learning 9

2.2 Benefits of Using Authentic Video. 10

2.2.1 Natural Everyday Speech 10

2.2.2 Developing Aural/Oral Skills.. 11

vii
 2.2.3 Interpreting Non Verbal Communication 13

2.2.4 A Window to the Target Culture. 15

2.2.5 Motivation.. 16

2.2.6 Sound Factor... 18

2.2.7 Image Factor 19

2.2.8 The Text Factor 20

2.3 Selection Criteria. 21

2.4 Approaches for Presenting Movies/Films 22

2.5 Techniques for Viewing Films/Movies 23

2.6 The Teaching Procedure.. 24

2.6.1 Pre-Viewing. 24

2.6.2 While-Viewing. 25

2.6.3 Post-Viewing 26

CHAPTER III: RESEARCH METHODOLOGY

3.1 Overall Research Design.. 27

3.2 Sample. 30

3.3 Video materials 31

3.4 Schedule & Procedure. 32

3.4.1 Movie Preview. 33

3.4.2 Sequential Approach.. . 33

3.4.3 Procedure. 34

3.5 Instruments 36

3.5.1 Film Survey Questionnaire 36

3.5.2 Listening Comprehension Tests 36

viii
 3.5.2.1 Pretest 36

3.5.2.2 Listening Tests during the Experiment 37

3.5.2.3 Post-Test. 38

3.5.3 Class Observation... 39

3.5.4 Follow- up Interviews.. 39

CHAPTER IV: DATA ANALYSIS 40

4.1 Pretest. 41

4.1.1 Question-wise Result of Pretest. 43

4.2 Film Survey Questionnaire 44

4.3 Listening Tests during the Experiment. 46

4.4 Post-Test 47

4.4.1 Question-wise Result of Post-test. 49

4.5 Interviews.. 49

4.5.1 Motivation. 50

4.5.2 Listening Comprehension. 51

4.5.3 Learners Reflection, Suggestions & Problems 51

4.6 Compa rison of Pretest & Post-test 53

4.6.1 Question-wise Comparison of Pretest & Post-test 55

4.7 Factors for Improvement 56

4.7.1 Clear Goals. 56

4.7.2 Repetition 57

4.7.3 Subtitles.. 58

4.8 Class Observation.. 59

ix
CHAPTER V: CONCLUSION
5.1 Findings. 61

5.2 Advantages 62

5.3 Challenges in Using English Movies in EFL Classroom 63

5.4 Disadvantages.. 64

5.5. Barriers. 64

5.6 Suggestions.. 65

References .. 67

Appendices

Appendix A: Pretest 69

Appendix B: Film Survey 73

Appendix C: Watching Movie Preview... 76

Appendix D1: Post Movies Test Pride & Prejudice. 77

Appendix D2: Post Movies Test Brave Heart. 78

Appendix D3: Post Movies Test Titanic. 79

Appendix D4: Post Movies Test The Pearl. 80

Appendix E: Pos t-test. 81

Appe ndix F: Pretest Result.. 85

Appe ndix G: Post-test Result.. 86

x
 LIST OF TABLES/FIGURES/GRAPHS

Table 2.1 Interpreting Non Verbal Communication.. 13

Table 3.2 Schedule. 32

Table 4.1 Statistics of Pretest. 42

Table 4.2 Statistics of Post-test.. 48

Figure 2.2 Motivation. 17

Figure 3.1 Overall Research Design.. 29

Figure 3.2 Overall Teaching Procedure. 35

Graph 4.1 Pretest Obtained Marks Percentage.. 43

Graph 4.2 Question-wise Result of Pretest 44

Graph 4.3 Test Result at the Completion of Each Movie. 46

Graph 4.4 Post-test Result. 48

Graph 4.5 Question-wise Result of Post-test. 49

Graph 4.6 Results of Pretest & Post-test 54

Graph 4.7 Pretest & Post-test Comparison. 55

Graph 4.8 Question-wise Comparison of Pretest & Post-test 56

xi
 CHAP TER I

INTRODUCTION

Second Language (SL) teachers have been using video materials in classrooms at all

levels for quite some time now. Affordable technical equipments, the wide availability of

authentic video materials, and the students high level of interest and familiarity with new

media, all makes it very easier than ever to provide students with a glance at the authentic

filmic texts and life within the target culture.

Through the use of videos and especially English movies language teachers can allow

their students to derive more from English movies than passive enjoyment. Within well

planned, engaging activities, English movies can be an excellent tool for improving

listening compr ehension skills of EFL learners. English movies can not only motivate

EFL learners towards learning English language in an authe ntic way but the audiovisual

material will raise the cultural awareness of students.

Many EFL stude nts have not had the oppor tunity to have a meaningf ul and extensive first

hand encounter with the target culture by traveling to the target country, nor may they

ever be able to expe rience the culture in that way during the years of their language

instruction. Movies can provide a window to the target culture and allow teachers to

establish a controlled classroom setting, where students have the possibility of observing

native speakers in contextualized situations. Therefore, EFL teachers are well advised to

1
explore and utilize audiovisual media to provide their students with a taste of the target

culture and improve their language skills like listening and speaking etc.

1.1 BACKGROUND OF THE PROBLEM

English is taught as a foreign language at the language institutions in Pakistan. The focus

in most of these institutions is mainly on developing the Speaking Skills of the learners

while other skills are ignored and the most neglected of all the four skills is the listening

skill which results in the poor listening comprehension of the listening skills on the part

of the learners.

The institutions where listening is taught, there the language ins tructors use ready made

materials that are especially designed for the purpose of language teaching. Ready made

materials in most of the cases are not motivating for the students due to which the

learners lose interest. Language institutions in district Swat are no exceptions. Most of

the institutions focus mainly on improving speaking skills of the learners while listening

skill is ignored. The few institutions which take classes for improving the listening

comprehension of the learners use audio tapes that are designed for the purpose of

language teaching.

There is no concept of using authe ntic materials like English movies for developing

listening skills in district Swat, which might not only develop the listening skills of the

learners but will also motivate the learners.

2
It is very important to use motivating authentic material for developing the listening

comprehension skills of the learners.

1.2 STATEMENT OF THE PROBLEM

This study is designed to diagnose whether English Movies can be used for developing

listening skills of EFL/ESL learners.

1.3 OBJECTIVES

This project aimed at achieving the following objectives:

To practice situations through English movies that EFL learners are likely to

encounter through their day-to-day socio-cultural interaction with native

speakers of English.

To use authentic materials like English movies for developing listening

skills.

To e xpose, as explicitly as possible, the nonverbal components of the

language (i.e. body language) or what is technically called language

paralinguistic features.

To intrinsically motivate learners by presenting authentic language

interaction through English movies

To provide an insight into the culture of the native speakers.

3
1.4 RESEARCH QUESTIONS

This study aims at answering the following r esearch questions.

1. How can English Movies be used for developing listening skills?

2. To what extent is the material helpful in improving the listening comprehension

skills of the learners?

3. Can English Movies motivate learners to learn English?

1.5 PURPOSE AND SIGNIFICANCE OF THE STUDY

The purpose of this study was to explore new effective methods of teaching and to adopt

the kind of material which is different from the traditional teaching material and which

give maximum output on part of the learners. The study aimed to explore new ways of

arous ing the interest of the students and to motivate the students to learn English in an

easier and effective way.

The study is very significant because it enables the language teachers to utilize the kind

of authentic materials used in the experiment in the language classes. The study shows

that the use of authentic materials like movies motivates the learners to learn English.

The teachers can motivate their stude nts in the same way by us ing different kinds of

authentic materials. The kind of materials if used by language teacher will enable the

learners to improve their language skills in a far better way.

4
The find ings of this study can be very helpful for planners, language teachers and

schoo ls/language- institutes managements in planning or adopting new English courses or

improving the existing ones.

1.6 RESEARCH DESIGN

The research is quantitative as well as qualitative at the same time but the researcher

relies mainly on quantitative data that is achieved through different kinds of listening

comprehensions tests dur ing the experiment.

The experiment lasted for 12 weeks. In the first week of the experiment a Pretest

(Appendix A) was conducted and the da ta (Appendix F) was collected. In the same week

a questionnaire was filled through the students for knowing their interest in the kind of

movies they like and the purpos e of taking the experimental class. The questionnaire

helped the researcher to know the background knowledge of the learners regarding

English movies and the purpos e of their taking the class.

After the pretest and distribution of questionnaire, lesson plans were carefully designed

and then were implemented in the language classroom. Sequential Approach was adopted

teaching through movies. At the end of each movie a test (Appendices D1 to D4) was

taken to asses the listening comprehension of the learners.

5
At the end of all the four movies a Post-test (Appe ndix E) was conducted. The data

achieved through the pretest (Appendix A) and the post test was compared. Open ended

interviews were conducted from selected learners for getting their views about the whole

experiment.

1.7 ORGANIZATION OF THESIS

The thesis is organized in five chapters. The first chapter deals with the overall

introduction to the whole project. The statement of the problem, purpose of the study,

research questions and objectives are briefly discussed in chapter first.

Relevant literature has been reviewed in chapter second. Various authors and researchers

have been discussed in the chapter. The literature review is a proo f that the study that is

carried out has a strong ba ckground and it also proves that various researchers have

worked on the same area but in different contexts.

Chapter three describes the overall methodology adopted for the whole research project.

The chapter shows how the pretest was taken, then the distribution of survey

questionnaires (Appendix B), the selection of materials, its implementations, the process

of assessment and finally the post-test, interviews and classroom observation.

6
The da ta collected through different kinds of tests and questionnaire has been analyzed in

chapter four. The data (Appe ndix F) collected through the pretest (Appe ndix A) and the

data collected (Appendix G) through the post-test (App endix E) is compa red and

discussed in detail. The interviews of the selected candidates and classroom observation

by the researches have also been discussed in the chapter.

The final conclusion is presented in chapter five. An overview of the achievements and

difficulties related to the materials are presented in chapter five. The researcher suggests

remedial measures for the language instructors and course planners for improving the

language skills of the learners and motivating them for learning English.

1.8 DELIMITATION OF THE STUDY

The study was limited only to a class of 12 EFL learners at Mind Your language a

language institute situated in Mingawara, Swat.

7
 CHAPTER II

LITERATURE REVIEW

In order to investigate the importance of video material especially Hollywood Movies for

language teaching the existing research needs to be reviewed. This review will illustrate

the emergence of foreign movies in second language classroom, as well as the benefits of

videos & particularly movie segments as a teaching medium for second languages &

culture.

Since the decline of Grammar Translation Method & the pop ularity of Audio-Visual

Approach in 1960s, language educators have continuously dedicated increasing amount

of the time spent on listening & speaking in the classroo ms. Which proved language

learning might not be limited to reading & writing. Language must be taught in an

integrative way where all four skills are focused.

It is very important to note that the L2 learners listen to the target language twice in the

language classroo m than they speak the language (Van Duzer, 1997) & four or five times

as much as reading & writing. Consequently the role of listening cannot be ignored

because the acquisition of this receptive skill becomes a vital prerequisite of good

speaking ability (Kusumaradyti, 2004). To promote the learners mastery of listening

skill, the language instructor needs to carefully select & prepare a variety of quality

teaching material & aids to be used in language laboratory, ensuring that the learners will

8
gain optimum results from the listening lessons. A relatively simple way to achieve this

goa l, is by selecting commercial videos containing movies as teaching aids & then

developing material based on it.

A film has the ability to create optimal language learning environment. Films direct

students attention to features key to successful language acquisition. Through engaging

plot & technology effects, film diverts students attention away from the aspects that

cause them anxiety, thus lowering their affective filters & allowing them to acquire

language with reduced self-consciousness.

Feature films are more intrinsically motivating than videos made for EFL/ESL teaching

because they embody the notion that a film with a story that wants to be told rather than

a lesson that needs to be taught (King, 2002).

2.1 USING AUTHENTIC VIDEO IN LANGUAGE LEARNING

Unlike most of their ESL counterparts, many EFL students lack access to native speakers

for authentic communication. Using authentic videos in the classroom can provide

opportunities for learners to evaluate a medium that they use in their daily lives (King

2002, cites Stempleski & Tomalin, 1990). Moreover the realism of movies provides a

wealth of contextualized lingu istic, paralinguistic & cross-cultural information, classroom

listening comprehension & fluency practice (King 2002, cites Stempleski, 2000).

9
2.2. BENEFITS OF USING AUTHENTIC VIDEO

The growing confidence in the SL teaching is certainly due to many benefits they offer as

compared to the alternative medial.

2.2.1 Natural Everyday Speech

Films are such valuable & rich resource for teaching for they present colloquial English

in real life context rather than artificial situations, an opportunity of being exposed to

different native speakers voices, slang, reduced speeches, stress, accent & dialects (King

2002).

Brandt (2005) cites Field (2000) who identifies two advantages of using authentic

listening material in ELT classroom:

Spontaneous authentic material exhib it the characteristics of natural everyday

speech in away that read aloud text do not.

Authentic materials are not simplified to reflect language levels of SL learners

(e.g. intermediate, advanced).

10
And further says that authentic listening material exposes students to language that is

closer to what they will experience out of the classroom, & it teaches the learners to

realize and accept that they will not recognize & understand every word that they hear.

2.2.2 Developing Aural/Oral Skills

Generally speaking, in language learning, the valid procedure involves listening &

speaking first, to be followed by reading & writing. But now-a-days the procedure often

seems to be inverse. First comes reading closely followed by writing. The language

teacher has to speak very slowly as to make his students understand well, which results in

the poor listening abilities of the students.

Listening is one of the primary means of interacting with other people, because listening

is the most frequently used method for gaining information (Satterwhite & Oslen, p.76,

2007). The process of listening involves good speaking & listening abilities. But under

the pressure of examination these two skills are neglected.

According to Brown (1985, p. 2), at best the students are exposed to slow formal style of

English spoken on taped courses & they understand it very well because that is slow

colloquial. But when they are exposed to normal speech of the native speakers then they

are a failure. There has been a quite rapid change in the style of pronunciation used in

public speaking & in this context toda y slow colloquial is rarely heard.

11
In listening one needs to put oneself in the speaker shoe in order to understand the

message that the speaker is communicating (Satterwitte & Oslen, p.77, 2007). A native

speaker is not going to reform his speech habits over night. Where English is not the first

language there is a danger that student may never develop the ability to use an

appropriate style of pronunciation (Brown, p. 4, 1985), if the students are not given any

opportunity to learn to understand an informal style of speech.

Movies are a very good medium for providing an informal style of situation to the

learners where actors are not supposed to slow down for the class to be understood or

s/he has to be artificial in delivering his/her dialogue. In the process of movie

appreciation, the students abilities can be developed consciously or subconsciously.

They will encounter impressive & diverse languages in the movie.

The teacher has to select appropriate movies for his class according to the level of the

students. The language of the movie should not be too s imple or excessively complicated

that the students feel frustrated & discouraged then the result would be counter

productive. The language of the movie must not only be authentic but varied, for it is

necessary for the students to encounter various speech styles directly.

2.2.3 Interpreting Non Verbal Communication/Paralinguistic Features

12
According to Satterwitte & Oslen (p. 80, 2007) non verbal communication is everything

but words. It has been estimated that between 80 & 90 percent of communication is

nonverbal. Nonverbal communication is ones attitude, emotion & feelings & is

de monstrated through body language, gestures, tone, voice & facial expressions.

Table 2.1

Inte rpreting Nonve rbal Message*

Nonverbal Communication Inte rpretation of Behavior
Brisk, erect walk Confidence; ambition
Arms relaxed Openness
Arms folded in front of body Resistance; defensiveness
Talking w ith hands Involvement; openness
Hands behind/leaning back Egotism; superiority; control; power
Hands clasped behind back Anger; frustration; appr ehension
Relaxed po sture Openness; no barriers
Slouching/slumped posture Disinterest, laziness, boredom
Negative facial expressions/frowning Rejection; dislike
Tense bod y Concern; apprehension; worry
Sitting/leaning forward Interest; attention
Leaning on elbo w/chain in hand Boredom;
Leaning away from speaker Disinterest
Shifting in chain Dishonesty; bo redo m
Good eye contact Interest
Staring into space Boredom
Eyes looking downward Dishonesty
Shifting e ye movement Nervousness; untrustworthiness

13
Smiling Warmth; openness; acceptance
Titled head Interest; openness
Nodding agreement Interest; agreement; understanding
Head down Rejection
Shrugged shoulders Indifference
Fidgeting Boredom; nervousness; impatience
Yawning Boredom; confusion
Tapping/drumming finger Impatience
Patting/playing with hair Uncertainty; insecurity; anxiousness
Biting nails Insecurity; nervousness
Doodling Boredom
Foot swinging/tapping Boredom
Finger pointing Aggressiveness; anger; blame
Fists pointing Aggressive ness; anger
Fist clinched Aggressive ness; anger
Playing with an item Boredom; nervous ness

*Nonverbal communication varies by culture & country (adopted from Business Communication at Work

by Satterwitte & Oslen, 2007)

Movies provide an opportunity to the language learners to interpret the nonverbal clues,

which is not pos sible with an audio tape. The learners feel encouraged and they will be

good active listeners as they will be able to pay attention not only to nonverbal but also

verbal messages.

According to Walker (p. 2, 1999), while watching a movie the learners can see how

people move as they speak, how their bodies move in time with the rhythm of their

14
speech, what their arms gestures & facial expressions are, & they can see how eye

contact plays a role in spoken communication, along with other paralinguistic ways

people relate to each other.

2.2.4 A Window to the Target/English Culture

Culture is an integrated pattern of human behavior that includes thoughts,

communications, languages, practices, beliefs, values, customs, courtesies, rituals,

manners of interacting and roles, relationships and expected behaviors of a racial, ethnic,

religious or social group; and the ability to transmit the above to succeeding generations

(Goode, Sockalingam, Brown, & Jones, 2000 cited by Peterson & Coltrane, 2003 ). This

means that language is not only part of how we define culture, it also reflects culture.

Therefore, culture teaching becomes inevitable during a course of language teaching.

Video material has been deemed to be a powerful tool which can open ways of depicting

the foreign language culture more effectively than other instrumental material.

Using authentic sources from the native speech community helps to engage stude nts in

authentic cultural experiences. Sources can include films, news broadcasts, and television

shows; Web sites; and photographs, magazines, newspapers, restaurant menus, travel

brochures, and other printed materials. Teachers can adapt their use of authentic materials

to suit the age and language proficiency level of the students. (Peterson & Coltrane,

December 2003)

15
English movies have incomparable effects in acquainting the students with the culture of

English speaking countries. There is a strong visual link that is created by the movie

between the learners & for eign country & the link is usually stronger than the text

description.

Video provide foreign language learners insight into the culture of the target language &

allows for the opportunity to question any non-verbal aspects of communication that they

may not be familiar with. Video can lead to such cross-cultural comparison to be made

(Stemplseki & Tomalin, 1990 cited by King 2002).

2.2.5 Motivation

Motivation can be defined as some kind of internal drive which pushes someone to do

things in order to achieve something.

According to Ur (p. 274, 2006) it is difficult to define motivation but he defines

motivated learner in this way a motivated learner is one who is willing or even eager to

invest efforts in learning activities & to progress. He further elaborates the notion in

Instrumental & Integrative Motivation.

16
 Figure 2.2 Motivation

Integrative Instrumental

Intrinsic: Extrinsic: Intrinsic: Extrinsic:

The learner wishes to
learn L2 for
personnel growth &
cultural enrich ment
Someone else The learner wishes External power wants
(e.g. the learners the learner to learn L2
to achieve goals
parents) wishes the for a pract ical purpose
learner to know L2 using L2 (e.g. for (e.g. a corporation asks
for integrative its staff to get language
career)
reason. training.

Motivation is a key factor in language learning. Provided with a class lacking in

motivation, no matter how much effort is put into it, the result is often fruitless. It is the

teacher who has to provide the learners with some stimulating teaching materials to get

the students engaged & motivated.

Feature films are more intrinsically motivating than videos made for EFL/ESL teaching

because they embod y the notion that a film with a stor y that wants to be told rather than

a lesson that needs to taught (King, 2002).

17
2.2.6 Sound Factor

While learning/acquiring a language the first start is from sound, an individual hear a lot

than actually produce while acquiring a language. ESL learners have the advantage to

live in the target culture & receive the language input of the target language on daily

basis. However EFL learner who lack abundant inputs are required to speak often before

listening.

A movie has the ability to arouse the motivation of the learners & present complete

communicative situations. The combination of sound & vision is dynamic, immediate &

accessible. Film shows the difference between formal & informal behavior & langua ge in

English speaking countries. Students must not know every word appeared on the screen

& understand the plots by actors action & voice. Film is a form of communication & it

can be achieved without the help of language, since we often interact by gestures, eye

contact & facial expressions to convey messages.

Canning-Wilson (2002) says that video provides stimuli such as environment, which can

lead to & generate prediction, speculation & a chance to activate background schema

when viewing a visual scene reenacted.

18
2.2.7 Image Factor

Concrete images are more memorable than abstract ideas, & that is why pictures are such

important instructional aids for instructors & text authors. According to Ur (p. 108,

2006), in the listening situations the speaker is visible & directly interacting with the

listener. Walker (p. 2, 1999) says that video can act as a visual aid for language learning.

In langua ge teaching we make much use of photographs & other type s of still pictures to

help teach & to provide stimuli for practice of language. Using video films for this

purpose gives an added dimension namely that of time & movement.

Video makes a pos itive contribution to the effectiveness of listening practice, in that it

supplies the aspect of speaker visibility & general visual environment of the text Ur

(2006, p. 108). Video/film offers the phonetic & prosodic advantage of audio as well as

paralinguistic information providing by visual element. Canning-Wilson (2002) says that

videos allow the learner to see body rhythm & speech rhythm in second language

discourse through the use of authentic language & spe ed of speech in various situations.

Videos allow contextual clues to be offered. The use of visual overall can help the

learners to predict information, infer ideas & analyze the world that is brought into the

classroom via the use of video instructions.

When the learner will use the language in real life they will feel confident enough as their

body language will correspond to their speech.

19
2.2.8 The Text Factor

The use of video subtitles provides a dynamic and rich source of communicative

language in use. It is dynamic because all languages are in constant change, never fixed,

and the best way to reflect this is through authentic video, TV and other media, and rich

because the resources and techniques are multiple. With appropriate guidance and

training, subtitles give learners a subjective suppo rt that need many times to feel more

comfortable and motivated when learning a foreign language, and an objective aid in

terms of recognition, maintenance, and production of new and already known linguistic

items, thanks to multiple assoc iations they provide, together with the context and the

environment in which they appear (Talavan, 2006).

The new DVD technology allows the viewers to watch the movie/film with subtitles or

without the subtitles. DVD can be used in the language classroom in many fashions. For

example, for the first time watching the teacher can play the film without or ignoring the

subtitles & the learners have to pa y attention only to the action on the screen & listening

to the English. The second time the learners have to pay attention to the English subtitles

to get the exact meaning, even using freeze- framing at unfamiliar vocabulary to look the

words up in a dictionary. The third time they can close their eyes & just listen. The n in

the next scene the teacher can change the order.

20
The main point is, the teacher can use the English subtitles to enhance or to further clarify

the listening skills of his students. The students are not depende nt on the subtitles.

As the new technology becomes more accessible to teachers & learners, its potential as a

tool to enhance listening skills become a practical option. The new technology allows

integration of text, graphics, audio & motion video in a range of combinations. The result

is that learners can now interact with textual, aural & visual media in a wide range of

formats.

2.3 SELECTION CRITERIA

In order to promote active viewing & interaction, choosing appropriate movie is crucial.

The language teacher has to be extremely cautious & particularly careful about the choice

of the movie.

The selected movie should have the quality to motivate the stude nts & arouse the ir

interests as King (2002) says entertaining films are sometimes enjoyable & relevant to

the learners appreciation of popular culture. Recently appearing films are more

appealing to the classic one (preferably within the last fifteen years & with a notable box

office success), e ven though old films are by & large in offensive.

King (2002) further says that the appropriateness of the context & comfort level of the

students needs to be taken into account in the selection process. Films with explicit sex

21
scenes, gratuitous violence & excessive profanity should be avoided strictly. The

language itself in some movies is a big problem. Even if English movie does bring

authentic & impressive language to the students, it may bring some vulgar language as

well. Phrases like son of a bitch, fuck you, asshole etc are frequently appearing in some

movies. If the students are exposed to a language like this, the result would be a disaster.

2.4 APPROACHES FOR PRESENTING MOVIES/FILMS

King (2002) proposes four approaches Sequential, Single-Scene, Selective & Whole-Film

Appr oach. S he says that while presenting films, some structurally driven approaches have

widely adapted by classroom teachers:

Sequential Approach: One movie scene by scene or one segment at a time

teaching.

Single-Scene Approach: One segment from the entire film is utilized for

teaching.

Selective Approach: Using a few scenes from an entire movie for language

teaching.

Whole-Film Approach: Show the movie in its entirety in a single viewing for

teaching.

When selecting approaches, they are all feasible depending on the teaching objectives &

target groups.

22
Canning-Wilson (2002) suggests that video should be shown in segments not as a whole

for improving listening comprehension of the learners. Canning-Wilson (2002) cites

Baltova (1994), the first sign o f distraction in those groups appeared after the first minute,

& by the end of four minutes, distraction spread all over the groups, while in the video

continues several more students become distracted after six minutes, more students lost

concentration after ten minutes & around one third of them kept watching until the end.

2.5 TECHNIQUES FOR VIEWING FILMS/MOVIES

Walker (1999, p. 4) shows how to exploit videos for different purposes & to create

different kinds of activities in the following way.

1. Normal Vie wing: Everyone can see & hear simultaneously & the film clip is

played through without pausing.

2. Repeated Viewing: The film is expected to be rewind & replayed, o r parts of the

film, several times in order for students to understand well.

3. Still Picture: Using pause or freeze frame button will give still picture. This can

be used to concentrate on vocabulary, to predict what will happen, to check the

comprehension or as a cue to remind s tude nts of what they have seen.

23
 4. Silent Vie wing: By adjusting the volume control, stude nts can foc us only on the

visual information as a way of Previewing. They can make predictions, supply

their own dialogue, or give a simultaneous description of what they see.

5. High Speed Viewing backwards or forwards: Use slow rewind or slow fast

forward button to give stude nts of what they have seen as a kind of summary.

This type of viewing can be used to predict events & pre-teach vocabulary, or it

can be exploited for discussion.

6. Sound Only: Tur n away the screen from the stude nts, or turn do wn the

brightness/contrast on the screen, so that the picture is invisible. Students have to

guess what is happ ening from what they can hear.

7. Split Viewing: Information gaps can be created by dividing the class & turning

the screen so that some students hear only, while others see & hear. Alternatively,

if you make an audio tape of the soundtrack as well. Some students can hear only

& other can only see. These information gaps can then be exploited in various

ways for language practice.

2.6 THE TEACHING PROCEDURE

It is not possible to achieve any goal without classroom activities. Therefore, sufficient

practice should be prepared for the students. On the other hand too much practice might

result in boredom. The teacher must be aware of the purpose of these skills what he wants

24
his students to develop by doing the tasks. He should take the students interests,

language proficiency etc into account.

2.6.1 Pre-Viewing

It is a common practice in language decoding (including listening) that at the beginning

stage the teacher spends a sufficient amount of time helping the learners build the

appropriate schema to facilitate comprehension (van Duzer, 1997). This actually

encourages the learners to recall the knowledge that they have already in mind.

The teacher should clear the difficulties & doubtful language points that will appear in

the movie, thus making the students prepared. In such case, even if they cannot grasp

every word express in the movie the stude nts have already caught the gist of the stor y.

Certain assignments can be designed in advance to attract students attention during the

showing of the movie so that the attention of the stude nts might not be distracted &

prevent them from watching the movie for fun.

2.6.2 While-Viewing

It is misleading to think that the role of the teacher is to pus h the button & then relax &

let the movie go. The movie can be interrupted, replayed, frozen or even taking the sound

25
or vision off at certain places. In fact the controlling process of the movie is also one of

its advantages.

At some essential theme the teacher can stop to let the students consider some activities

for the stude nts. Some que stions can be asked like, why does it happen? Who does it?

What did the protagonist say? Or the teacher may give the students some useful

vocabulary. The teacher must be aware of the students. If the movie is interrupted too

many times, the students would lose patience & then they would respond passively.

2.6.3 Post-Viewing

There can be a number of activities after the show immediately or in the near future,

where the learners are required to be active participants. The challenge for the teacher is

to set clear goals & achievable tasks & also to organize it.

As in a movie there are always some favourite characters of the students, the teachers

should take advantage of this motivating opportunity and ask the stude nts to play the role

of his/her favourite character. The teacher can provide opportunity to the students to

watch their favourite scenes as many times as they wish. After viewing these scenes role

play activity can be adopted. This activity although challenging, will improve the

students communicative competence in the target language.

26
Retelling is also another favorable way to develop students oral English ability. The

students may be asked to summarize the movie or some scene or even discuss the theme

of the movie. This will develop their practical ability to use English.

27
 CHAPTER III
RESEARCH METHODOLOGY

In this chapter, the researcher describe s the overall methodo logy employed in this study.

To begin with, the overall design of the study was introduced. Then, the characteristics of

the subjects and the materials used, were presented. Next, the schedule and procedure of

the study were displayed. The last part discusses the instruments that were adopted.

3.1 OVERALL RESEARCH DESIGN

A pretest (Appendix A) was conducted from the learners for knowing their initial

listening comprehension abilities. The pretest was based on clips from English films. The

learners were guided for how to attempt different questions in the pretest. The data

(Appe ndix F) was collected and analyzed quantitatively.

After the pretest (Appe ndix A) a questionnaire (Appe ndix B) among the learners was

distributed so that their interest and knowledge about English films, and the purpose for

taking part in the experimental class is known. The researcher took a very good idea

about the kind of films they were interested in. The researcher selected films on the basis

of the interest of the learners.

After analyzing the questionnaire, four Hollywood films were selected that had to be

presented to the learners in the language classroom. Each film was taught in two to three

28
classes and the learners were asked to complete worksheets during the classes. After

finishing each film a listening comprehension test (Appendix C) was conducted to

measure their listening comprehension.

A post-test (Appe ndix E) was conducted at the end of all the four films taught in the

class. The data (Appe ndix F) collected from the pretest (Appe ndix A) and data (Appendix

G) collected through the pos t test were compared quantitatively.

Follow up interviews from selected the learners were taken from to know about the

factors that influenced their interest in the class.

The results of listening comprehension tests, pretest, post-test and interviews were the

major contents for the data analysis.

29
Figure 3.1 Overall Research Design

Pretest

Distribut ion of
Questionnaires

Material Presentation
Four Films

Classroo m
Instructions, vocabulary, Observation
plot

Listening
Compr ehension Tests

Post-test

Follow up interviews

Data Analysis

30
3.2 SAMPLE

The subjects were a class of EFL learners at Mind Your Language (a language institute)

in Mingawara Swat. There were 12 learners (all male) in the class. Their ages were

between 21to 30. Two of the learners were with intermediate qualification while the

remaining ten of the learners were graduates and most of them were professionals serving

at different institutions.

In the beginning there were 14 learners in the class but 2 of the learners could not attend

the class on regular basis due to some problems therefore they were not included in the

experiment although they took some of the classes.

All the learners had spent more than 3 months at the language ins titute. Their proficiency

level in English was intermediate. Therefore the material selected for them was not that

much difficult as it ought to be for advanced learners.

The learners were told in the beginning that the class was experimental and was aimed at

improving their listening comprehension skills.

31
3.3 VIDEO MATERIALS

The materials used in this study were four featured films. The stories or the themes of the

films were in accordance with the age of the learners so that they might not lose interest

in the experimental class.

The learners, with the help of the video, as every one knows, easily know the films. The
number of vocabulary and sentence patterns is more than the ability of the learners. It
points out that video presentation would be intrinsically interesting to language learners.
The learners would like to watch even if their listening comprehension is limited. The
material should be motivating. The learners should be willing to see more, to ask
questions, to follow up ideas and suggestions.

Films like Pride and Prejudice (based on Jane Austins novel), shows class distinction
and the desire of middle class girls to be married in upper class families. It shows the
culture of the time in a very beautiful way. The learners could not only improve the ir
listening comprehension skills but also know about the target culture (i.e. the Victorian
culture).

32
 3.4 SCHEDULES AND PROCEDURE

The teaching experiment lasted for 12 weeks, for the experiment, a computer monitor and
good quality speakers were arranged which were attached to a laptop. The schedule for
the presentation is shown in the table.

Table 3.2
Weeks Date Films

1 02/03 Nov 2009 Pride and Prejudice

2 10/11 Nov Pride and Prejudice
3 16/17 Nov Pride and Prejudice
4 23/24 Nov Pride and Prejudice
5 30 Nov/01 Dec Titanic
6 07/08 Dec Titanic
7 14/15 Dec Titanic
8 21/22 Dec Brave Heart
9 28/29 Dec Brave Heart
10 03/04 Jan 2010 The Pearl
11 11/12 Jan The Pearl
12 18/19 Jan The Pearl

As mentioned above, the experiment lasted for 12 weeks. Two classes a week in the

evening were arranged of 90 minutes each. Lesson plans were carefully planed so that

maximum output on part of the learners might be ensured. At first classes for 120 minutes

each were arranged but due to other activities of the learners the classes were reduced to

90 minutes each.

33
3.4.1 Movie Preview

Before the start of a new film, the learners were give n an extra activity. They had to

watch a film preview and then they had to fill a works heet (Appe ndix C) after watching

the preview. The work sheet consisted of the title of the film, genre, setting, characters

and plot.

The learners were asked to write the possible plot of the film and to tell what they

expected to watch in the class after watching the preview. The learners were asked to

discuss the plot the y thought in their minds for which they wrote some points in the

worksheet.

3.4.2 Sequential Approach

King (2002) describes four approaches for teaching English through movies; the

approaches are Sequential, Single Scene, Selective and Whole film approach. In this

study the researcher has adopted Sequential, logical step by step approach for movies, so

that maximum results could be achieved. Two clips were taught in every class, each clip

for 45 minutes.

34
3.4.3 Procedure

In every class the instructor used 3 minutes to remind the story or bring a new story in

accordance with the film that was to be presented. The instructor would then present a

short clip from the film of 2 to 5 minutes either with no sound or with no video and

would ask the learners to predict the stor y and what the characters were trying to say.

This would give them a very good speaking practice.

After this activity the clip would be played for the second time but this time with both the

vision and sound on. And the learners had to listen attentively to what the speakers were

trying to say. They were to compare their version or ana lysis of the clip and the actual

dialogues. In most of the cases their interpretations of the film clip would be the same to

the original one.

After this activity vocabulary would be presented and the clip would be discussed. The

vocabulary was given to the learners in printed form so as to save time. The clip would be

presented to the learners for the third time, after which the learners had to complete

works heets on listening comprehension. And after the listening comprehension activities

the class would be concluded.

35
Figure 3.3 Overall Teaching Procedure

Warm up 3 minutes

Presentation 6 minutes

Discussion 6 minutes

Presentation for the second time

6 minutes

Discussion and Vocabulary

10 minutes

Presentation for the 3rd time

6 minutes

Listening Comprehension
worksheets 5 minutes

Wrap up 3 minutes

36
3.5 INSTRUMENTS/TOOLS

To achieve the purpose of the study, four instruments were used for data collection.

Survey Questionnaire (Appe ndix B), Class Observation and Listening Comprehension

Tests (Appendices D1 to D4), including Pretest (Appendix A) and Post-test (App endix E)

and follow up interviews.

3.5.1 Film Survey Questionnaire

The purpose of this questionnaire was to obtain a clear picture of the subjects interest,

background knowledge and the purpose of taking the class. The categories of the survey

included each learners name, sex, age and present qualification. And the kinds of films

they like to watch and the reasons for watching the films. And suggestions for

distributing the class time for different kinds of activities during the class. The

questionnaire helped in selecting the kind of films that had to be used in the class during

the experiment.

37
3.5.2 Listening Comprehension Tests

3.5.2.1 Pretest

For knowing the initial listening comprehension abilities of the learners a pretest

(Appendix A) was conducted the result (Appendix F) of which was noted. The test was

consisted of six questions. The first question was a true- false question. The learners

had to watch a video clip from a film and then they had to answer the questions. They

were asked to read the questions first then the clip would be played on for one time

therefore they had to be very attentive. And then they had to mark the statements in the

first question as true or false.

For the second question the learners were given some words. They were asked to read

the words first, after reading the words, they were told that they had to watch a short clip

from a film and then they had to mark the words which they didnt recognize in the clip.

The third question was a multiple choice question. The learners were asked to read the

multiple choice questions first. The learners were then asked to watch the film clip and to

mark the most appropriate answer at the end of the video clip. An open ended question

was also put at the end of question 3. The learners were asked to answer the question

according to the context.

38
For question 5 and 6 one clip was used. Question 5 was a fill in the blanks question

while question 6 consisted of open ended questions. Before attempting the questions

two minutes were given for each task to be read first.

3.5.2.2 Listening Comprehension Tests during the Experiment

In order to measure the listening comprehension abilities of the learners, tests

(Appendices D1 to D4) were given to the learners at the end of each film. The tests were

consisted of three types of questions. The first question was a true- false question. The

learners were supposed to identify true or false statements after watching the clip. The

second question was based on open ended questions. The third question was based on

the vocabulary they had been given during the class. They had to watch the clip and then

they had to fill in the blanks with the vocabulary they had been given.

3.5.2.3 Post-test

At the end of the experiment, the learners were given a similar test like the pretest

(Appe ndix A), to know about the level of improvement in the listening comprehension

abilities of the learners.

39
Like the pretest there were six questions in the pos t-test (Appe ndix E) and the learners

were told that they had to watch the film clips only for one time. The clips were played

one by one, a nd the questions were then attempted by the learners.

The data (Appe ndix G) collected through the post test was compared to the data

(Appendix F) collected through the pretest. Both the data were analyzed and results

(Appe ndix F & G) were drawn through that comparison.

The clips both for the pretest as well as the post test were new for the learners (i.e. the

clips were not used for language teaching in the class).

3.5.3 Classroom Observation

During the study, learners in each experiment and their performances in the tests were

observed. During the period of each experiment, the researcher reviewed the content and

asked the learners if they had any suggestions for this expe riment. After interacting with

the learners, the researcher took notes about some obvious details of learners learning

behaviors and their responses or suggestions. The notes were collected and organized

with some of the researchers reflection after each class.

40
3.5.4 Follow-up Interview

A follow-up interview was conducted after completing the experiment. The learners were

asked to pin point the difficulties they faced during the whole program and to share their

expe riences of learning through that method.

41
 CHAPTER IV

DATA ANALYSIS

This study lasted for three months from November 2009 to January 2010. In the first

week of November a Pretest (Appendix A) was conducted for knowing the initial

listening comprehension abilities of the learners, the data (Appe ndix F) was collected. In

the same week a questionnaire (App endix B) was distributed among the learners for

knowing their interest in the kind of films they were interested in and what made them to

watch that particular kinds of film/films.

The da ta collected through the questionnaire gave the researcher an ins ight into the

interest of the learners in particular genre of films, which led to the selection of that kind

of films for the experimental class. The questionnaire also helped in knowing why the

learners wanted to participate in this particular experiment (i.e. in the listening

comprehension class through English films).

During the experiment listening comprehension tests (Appendix D1 to D4) were

conducted at the end of each film fir judging the performance of the learners. A post-test

(Appendix E) at the end of the experiment was conducted for knowing the level of

improvement of the learners. An interview was conducted after the post-test (Appe ndix

E) to know the reflections of the learners about the whole project.

42
The pretest (Appendix A), questionnaire, listening comprehension tests (Appendices D1

to D4) at the end of each movie and the po st-test (Appe ndix E) are the things that

suppo rted the findings of the study. All the variables are discussed in detail in this

chapter.

4.1 PRETEST

The Pretest (Appe ndix A) consisted of 6 questions. The questions were filling in the

blanks, multiple choice and open ended questions. A total of 14 learners

participated in the test but 2 of the learners as mentioned in Chapter III could not

participate in the experiment therefore their results were not included in the analysis.

As mentioned by Salli-Copur (2005) mixed abilities classes have always been a headache

for every teacher. The teacher has to face a lot of challenges when helping learners with

lower English proficiency levels. At the same time, the learners of higher English

proficiency levels feel bored when the teacher explains the same thing time and again.

The researcher wanted to know the initial listening proficiency level of the learners not

only for the level of differences in terms of listening comprehension abilities but the data

would be used for later analysis. Therefore a Pretest (Appendix A) was conducted before

the start of the experiment.

43
The Mean score of the Pretest (Appendix A) was calculated as 6.82 and the standard

deviation (SD) as 4.4. The large SD shows that there are prominent English proficiency

level differences among the learners and the class is a mixed ability class.

The SD shows that there are two groups of learners in the class, the higher proficiency

level learners and the lower proficiency level learners. For higher proficiency level

learners English is easy while for lower proficiency level learners English is difficult.

Therefore when there are two different levels of groups in one class the lower level

learners lose heart which leads to poor marks in the final exams.

To prevent the lower level learners from frustration towards learning English and giving

the higher level learners an optional choice, authentic materials should be used in the

language classroom.

Table 4.1 The statistics of Pretest of the learners

N 12
Mean 6.82
Standard D eviation 4.4
Variance 19.36
Range 14
Minimum Marks Obtained 9
Maximum Marks Obtained 23

Graph 4.1 Pretest Obtained Marks Percentage

44
In the table the percentage of the total marks obtained by the learners in the Pretest

(Appendix A) is shown. The average marks of the whole class were calculated as 47% in

the pretest.

4.1.1 Question-Wise Result of Pretest

There were six questions in the pretest. The marks of each question of the Pretest

(Appendix A) of the whole class were calculated.

45
There were six questions in the Pretest. The average pe rcent result for the first question

was 49%, for the second question 41%, for the third question 50%, for the fourth 48 %

and for question five and six 52% and 44% respectively.

Graph 4.2 The statistical representation of the obtained question wise marks of the

whole class

The data (App endix G) was later on compared with the data achieved through the post-

test (Appe ndix E). And in this way the level of improvement was measured.

4.2 SURVEY QUESTIONNAIRE

As already mentioned in chapter III, the questionnaire investigated the age, sex and

educational background in the first section of the questionnaire. The age limits of the

46
learners were between 21 to 30 years. Two of the learners were with intermediate

qualification while the remaining ten learners were graduates and were professionals.

In the survey pa rt of the questionnaire (Appe ndix B) the first closed ended question was

about the kind of films they liked to watch. The learners were told they could opt for

more than one options. A total of 25 replies came for different kinds of films for question

1, There were no replies for horror and classical films. While 9 replies came for

Action/Adventure films, 8 replies came for Romantic films 3 replies for

Mystery/Suspense while 4 replies for comedy films came.

The learners were also asked about their aims for watching films and particularly

watching movies in that class. A total of 16 replies came for this closed ended question.

One of the replies was that the learner hasnt watched an English film before thats why

he wanted to take the class. 2 of the replies were about the target culture the learners

wanted to know about the target culture through English films. 10 of the replies came for

improving their listening comprehension while 2 replies came for improving slangs and

idioms through films.

The learners were also asked about the distribution of class time for different activities.

The questionnaire helped the researcher to select the material according to the

educational level and taste of the learners so that the learners might not be bored and lose

interest in the contents of the teaching material.

47
4.3 LISTENING TESTS DURING THE EXPERIMENT

To judge the effectiveness of the classroom teaching and the progress of the learners

listening comprehension tests (Appendix D1 to D4) were conducted at the end of each

film. The tests were conducted in the film clips the learners had already been taught.

There were three questions in the tests the first question was a true false question. The

learners had to watch a movie clip and then they had to ide ntify the statements as true or

false. The second q uestion was filling in the blanks question and the third q uestion was

ope n ended question.

Graph 4.3 The statistical representation of the obtained marks percentage, at the

completion of each film.

48
The average score in each film is 86.25% which means that the performance of the

learners in the tests was very good. The reason was they were expos ed to the listening

texts be fore they had the background knowledge for the listening texts used in the tests.

Secondly most of the vocabulary used in the listening texts were also been delivered to

them. Thirdly, the pronunciations of certain words were also highlighted to them. Finally

there was confidence on part of the learners that the text which was to be used was

familiar to them. These were the factors that contributed to good results of the learners.

4.4 POST-TEST

At the conclusion of teaching the clips from all the four English Movies, a Post-test

(Appe ndix E) just like the Pretest (Appendix A) was conducted. Like the Pretest there

were six questions in the post-test (Appe ndix E). The first question was a true-false

question. The learners had to watch a video clip from a movie and then they had to

identify the statements in the first question either as true or false. For the second question

the learners had to watch a movie clip and then they had to identify a set of words they

didnt heard in the movie clip. The third question was a multiple choice question.

Question four and five were filling in the blanks questions. The last question consisted of

open ended questions.

Before playing the movie clips the learners were given two minutes for each question to

be read first. Then the clips were played one by one. They were also told that, like the

49
pretest, which they would have to watch the clips only for one time. Therefor e they must

be very attentive and careful.

Graph 4.4 The statistical representation of the post-test.

The mean score of the post-test (Appe ndix E) result was calculated to be 6.51 and the

Standard Deviation was found to be 1.99 which is not higher but normal. It shows that

there is a decrease in the individual differences of the learners and the learners listening

proficiency level is improved.

Table 4.2

N 12
Mean 6.51
Standard D eviation 1.99
Variance 3.96
Range 6
Minimum Marks Obtained 25
Maximum Marks Obtained 31

50
4.4.1 Question-Wise Result of Post-test

There were six questions in the Post-test (Appe ndix E). The marks of each question of the

whole class were calculated. The obtained marks percentage for the first question was

79%, for question two and three was 61% and 87%, for question four and five 80% and

77% while for question six the total percentage of marks was 85%.

Graph 4.5 Statistical presentation of Question-wise result of the Post-test

4.5 INTERVIEWS

Open ended interviews were conducted at the end of the whole expe riment. The learners

were asked different questions regarding the whole project, their learning experiences and

their views about the success or the failure of the experiment.

51
4.5.1 Motivation

As to the reason why most of the learners believe that English learning through video

playing and sounds can motivate them, are:

English learning through video playing and sound helps the learners understand

the story easily and increase their comprehensive ability.

The sound and video in films are funny and make the learners less anxious while

learning English.

The above two statements are true when the learners are provided with meaningful

authentic learning materials, and the material is understandable and learnable. The

learners motivation is then activated and enhanced and they can mentally follow the

story which results in high motivation for learning. Thats why the following learners

spoke in support of the above statements.

S2: I can improve my listening comprehension and my English through English

movies in a better way than any other material.

S5: Learning through movies gives me confidence and I have the feeling that I

can follow the native speakers now.

S7: Movies sparks my curiosity and motivate me to learn English more.

52
Videos help the learners to motivate the learners to learn more.

4.5.2 Listening Comprehension

Videos can improve the listening comprehe nsion of the learners in a be tter way than the

audio tapes. The learners were experimentally tested. An audio was played, the learners

were then asked to write what they had listened to. Then the same audio was played again

but this time with the video and then they were asked to write dow n what they had

watched and listened to. It was strange enough the result was be tter than the pr evious

one. When they were asked about this the following learners replied thus:

S1: I didnt know what speakers were taking about only through sounds but if

there is video with it then I can understand through bod y gestures.

S9: When the teacher explains the audio clips then I can understand the audio clip

but if there is a video clip then I do nt need an explanation by the teacher to

understand as much as I do for audio clip.

4.5.3 Learners Reflections, Suggestions and Problems

The learners spoke about different things in the following way,

S12: The actors speak very rapidly therefore it creates a lot of problems for me for

comprehending the speech of the speaker (actor).

53
 S10: The teacher should play the whole movie in the class so that we can

understand the cause and effect.

S11: For the tests one time listening is not sufficient, the clips must be played

more than once.

S3: The videos should be played with subtitles.

S12 said that he had problems with the fast natural speech, Brown (1985, p. 2) says that

learners who are exposed to taped courses designed for the purpose of language teaching

when face an authentic environment are then a failure, because a native speaker is not

going to reform his speech. The listener has to be in the speakers shoe to understand

the message (Satterwitte & Oslen, 2007 , p. 77).

The Whole Movie Approach was not adapted in the class because if the whole movie

had be en played there would have been no teaching or learning but only enjoying the

story and the real purpose would have been lost. Therefore Single Scene Approach was

adapted for teaching learning process.

The movie clips were played only for once during the tests because in actual environment

the listeners are not supposed to listen to a single statement more than once (Ur, 2005,

1984). That is why the clips were not played more than once during the tests.

The clips were not played with subtitles because the class was intended for improving the

listening comprehension skills and not the reading comprehension skills of the learners.

54
Although the instructor used subtitles for the scenes where the speech was fast and

connected.

4.6 COMPARISON OF PRETEST & POST-TEST

As ment ioned earlier, before the start of the experimental class a Pretest (Appe ndix A)

was conducted of the learners and the data was recorded. Then lessons were planned on

short clips of 2 to 5 minutes from English movies for 12 weeks. It was very important to

judge the level of improvement and the success of the experiment.

To measure the level of improvement, the results of Pretest (Appendix A) and Pos t-test

(Appendix E) were compared and the differences were noted and analyzed. Firstly the

total marks of the Pretest (Appendix A) and the pos t-test (Appe ndix E) obtained by the

class were compared.

In the Pretest (Appendix A) 198 out of 420 marks were obtained by the whole class

which makes 47% of the total marks. After teaching for 12 weeks when the post-test

(Appendix E) was conducted the result came to be 322 out of 420 which makes 77% of

the total marks.

Graph 4.6 Statistical presentation of the Pretest and Post-test

55
If the result of the post-test (Appe ndix E) is subtracted from the result of the Pretest

(Appendix A) the result comes to be 124. It means that there is an increase of 30% in the

total marks, which shows a very good p rogress on part of the learners.

The result shows that there is a cons ide rably good improvement in the results of the

learners so the experiment is a success.

56
The learners-wise result of the pretest and the post-test is shown in the following graph.

Graph 4.7 Pretest and Post-test Comparison

4.6.1 Question Wise Comparison of Pretest & Post-test

As mentioned earlier that a considerable improvement in the over all performance of the

learners was noted. It was felt necessary to compare the question wise progress of the

learners as well.

The following graph shows the progress in each question by the whole class at the

completion of the experiment.

57
 Graph 4.8 Question wise comparison of Pretest and Post-test

It is evident from the graph that there is a considerable progress not only in the over all

perfor mance of the learners but there is progress in ind ividual questions as well.

4.7 FACTORS FOR IMPROVEMENT

4.7.1 Clear Goals

Before presenting an English Movie in the EFL classroom the language instructor should

have a clear goal in mind, that what particular language skill the instructor wants to teach

in the EFL classroom. This will make the instructor able to construct activities for his

students accordingly.

58
The goals of the language instructor in this experimental class were clear; he wanted to

focus only on improving the listening comprehension skills of his students therefore all

the activities that the instructor designed were based on the tasks intended for improving

the listening comprehension skills of the learners.

It were the clear goals that lead to a successful learning environment during the

experimental class otherwise if only the videos were played in the classroom then there

would have been only passive viewing with no positive results.

4.7.2 Repetition

It has commonly been observed that the subjects or topics that are taught in a classroom

are repeated are mastered by the learners easily. It is the benefit of the use of DVD

featured English movies that it can be played again and again very easily. It can be

paused, stopped, or repeated, and it can be presented to a group of students, or individual

stude nts for self study. It allows the learners to see facial expressions and bod y language

at the same time.

At first when the learners were expo sed to the English movies they were reluctant that

how can they cope with the language of English movies but when the researcher de signed

his lesson plans he had kept this thing in his mind therefore the researcher constructed

59
activities where the same clips were played for three times and after and before each

viewing the learners were given activities. This gave the learners confidence.

Befor e presenting a video clip the instructor always told about the story in the movie that

the instructor had skipped or would present a preview of the movie at the introduction of

a new movie as mentioned in chapter III. This would give the learners a background of

the whole story.

S9: Repetition gives me confidence and I can understand very well when the clips

are played again.

S4: Movie previews give me clear thoughts that what we are going to watch in the

movie.

As a result, repetition makes the students reinforce the comprehension on part of the

learners.

4.7.3 Subtitles

Subtitles refer to the text that appears on the screen. The learners are able to see the text

as well as hear the text at the same time. The new DVD technology has the options for

viewers to watch a video or a film with or without subtitles.

60
Both the intermediate and low level learners have problems with the rapid connected

speech of the native speaker presented to them in form of authentic contents like videos

or movies. Subtitles give the learners a chance to read along with the videos which

enables the learners to observe how the words are pronounced.

Subtitles are good for the self practice of the learners at home. If they feel any kind of

problem with pronunciation they can play the video with subtitles. After frequent practice

the learners then feel confidence as they are accustomed to the language of the native

speakers then they are not depe ndent on the subtitles.

4.8 CLASSROOM OBSERVATION

Through out the whole experiment the researcher had obs erved the class and through the

observation of the class the researcher came to the conclusion that learners like to learn

through films instead of ready made materials designed for the purpose of teaching,

although the learners proficiency in English was found not to be good enough to

understand the films by themselves without the help o f the teacher. The vocabulary of the

films was found not to be that much difficult but it was its pronunciation that created

problems for them. The lack of aural input makes them forget even the vocabulary they

knew. The researcher has to pay attention to the speed of the speech used for the purpose

of teaching to let the learners feel easy when they watch films.

61
Canning-Wilson (2002) says that films allow the learners to see body rhythm and speech

rhythm in second language discourse through the use of authentic language and speed of

speech in various situations. However, in the authentic materials, the language that the

actor is using is very fast so that sometimes the learners cannot understand what the actor

is saying. The learners have to depend on the video to guess the correct meaning. The

instructor should play the video more than once to make the learners unde rstand in a

better way. Otherwise the teacher must play only the audio and focus the learners on

listening to what the actors are saying.

To sum up, the study shows that English movies are a good source to be utilized for not

only improving the listening comprehension skills of the learners but it can be used for

improving other language skills as well. The experimental class was aimed at mainly on

improving the listening comprehension of the EFL learners. The researcher found out that

it gave a very good speaking practice at the same time. The researchers also found that

the pronunciation of the learners was also improved by listening to different words from

the native speakers.

62
 CHAPTER V

CONCLUSION
After 12 weeks of the teaching experiment, the purposes of investigation whether English

movies can be used for developing listening skills of EFL learners, and what to extent can

the material improve the listening comprehension of the learners and can English movies

motivate the learners towards learning English were answered.

In this chapter, the findings, the advantages, disadvantages and barriers of using English

movies for the purpose of language teaching and suggestions for further studies are

concluded.

5.1 FINDINGS

After 12 weeks of teaching through English Movies the researcher found out that English

movies can be used in an effective way for developing listening skills of EFL learners.

The researcher also found that the material can improve the listening comprehension

skills of the learners up to a great extent.

As the result of the experimental class shows that there is an increase of 30% of

improvement in the progress of the EFL learners in 12 weeks. The interviews of the

learners indicate that English movies can motivate and give confidence to the learners to

learn English.
63
The researcher also found out that the same material can be used for developing

vocabulary of the learners and the same material can be used for developing other

language skills like speaking, writing and reading skills as well.

5.2 ADVANTAGES

Satterwitte & Oslen (2007, p. 80) say that 80 to 90 percent of communication is non

verbal. It may be said that video is the best means of demonstrating native speakers

natural fluent communication and their natural behavior in the process of communication.

Learners can not only hear how native speake rs speak, they can obs erve and learn how

they behave when speaking. Their body movements give clues as to meaning, so do the

clothes they wear, the ir location. This naturally makes video irreplaceable for teaching

listening and speaking skills.

It was observed in the class experiment that most of the students could get the gist of the

clip presented to them in the classroom although most of the learners were unable to

comprehend the speech of the actors at first listening b ut they were getting the gist of the

action through their bod y gestures and facial expression of the actors.

Video materials play a crucial role in a language classroom. Using videos stimulate

improving listening skills as it provide much additional information. The first one is the

64
visibility. Video allows the learners to analyze the pictures on the screen in order to learn

about the culture and the peoples behavior.

Among other advantages of using videos are: authenticity, motivation, engaging the

students attention. Authentic video provides a learning environment wherein students

practice their language skills and acquire the target culture. Authentic videos make the

learning more meaningful.

5.3 CHALLENGES IN USING ENGLISH MOVIES IN EFL

CLASSROOM

In spite of a variety of adva ntages of using authentic videos like English movies for

language teaching in the EFL classroom there is danger in using it. The students may

treat it as a kind of entertainment like watching TV uncritically, lazy. Another fact is

that the learners may pay more attention to what they can see and less attention to what

they can actually hear.

The language instructor must be very careful in choosing movies for his class. The

movies where there are frequent sex scenes or vulgar phrases like, son of bitch, fuck

you, asshole etc. are used must be avoided otherwise the result will be disastrous.

5.4 DISADVANTAGES

65
There are some disadvantages when using English movies in the EFL classroom. In the

first place, the teacher needs to prepare equipments facilities well ahead. When students

learn English with the aid of video, students needs to see the films. The entire movie is

too long for one class required therefore the teacher has to cut parts of the movies. The

instructor has to go through the whole film first and then cut the app ropriate clips and

then design lesson plans and work sheets which requires a lot of time. A DVD player and

TV set or a computer with good quality speakers or multimedia projector is required for

the class.

5.5 BARRIERS

There are some barriers when using movies in the language classroo m. First of all, the

lower levels of stude nts abilities were the main ba rrier of this study. Although they were

adult learners and their speaking was not that bad but they were not expos ed to authentic

videos before, that was the reason that they faced a lot of problems in the beginning.

It is hard to find authentic materials that match the level of the learners. Materials that are

too easy or too difficult for students are not suitable; however, there are no materials that

really corresponded to the students abilities. The instructor himself should make a

balance before choosing the materials.

Lastly, the lack of control over the speech of the natives is the biggest barrier that the

teachers need to overcome. Since the authentic material presents real life, the speech rate

66
of the speaker cannot be slowed down. Therefore the instructor had to play the videos

again a nd again to reinforce the students impressions.

5.6 SUGGESTIONS

On the basis of the study the following suggestions are proposed for language teachers,

administrators and planners.

To check the misuse of movies in the classroom it is strongly suggested the

implementation of an administrative procedure for review and approval of

teaching material before they make their way into the classroom is needed.

The instructor should spread his treatment of a video segment over several

class periods.

Video option should be treated as an integral part of the curriculum design,

rather than just an afterthought or a change of pace from nor mal routine.

The instructor should devise a progression of preparation, presentation, and

expansion activities; build a sequence of activities that progress from

recognition and identification, through recombination and recapitulation, to

interpretation, synthesis and evaluation.

Create a whole class lesson plan that uses three to five minutes of video for

forty five minutes of class.

Make sure the students are comfortable with the vocabulary and the tasks.

67
 Create a non-threatening environment for incorrect speaking or answers via

activities such as guessing content from the images or predicting the content

of next segment.

Maintain a good sense of humor, even in the face of technical slip ups.

Simplify and explain the content through guided comprehension tasks.

Set tasks that can be accomplished comfortably.

68
REFERENCES

Brandt, S. (2005). Can Brat, Monika, Malcolm & Jerry Help English Language

learners develop their listening skills: paper presented at 18 th Annual EA

Education Conference, Australia. Retrived on May 01, 2009 from

http://www.englishaustralia.com.au/index.cgi?E=hcatfuncs&PT=sl&X=getdoc&L

ev1=pub_c06_07&Lev2=c05_brandt

Baltova, I. (1994) " Impact of video on the comprehension skills of core French

students" Canadian Modern Language Review, 50, 3: 506-531.

Brown, G. (1985). Listening to Spoken English. England: Longman

Canning, W. (2002). Practical Aspects of Using Video in the Foreign Language

Classroom: The Internet TESL Journal. Retrieved on April 14, 2009 from

http://iteslj.org/articles/canning-video.html

Field, J. (2000). Finding ones way in the fog: listening strategies and second-

language learners, in Modern English Teacher, Vol 9, no. 1, 29-34.

King, J. (2002). Using DVD Feature Films in the EFL Classroom: The Weekly

Column Article 88. Retrieved on April 23, 2009 from

http://www.eltnewsletter.com/back/February2002/art882002.htm

Kusumarasdyati (July, 2004). Listening Viewing & Imagination, Movies in EFL

classes. Canada: Paper Presented at Second International Conference on

Imagination & Education, Vancouver. Retrieved on April 13, 2009 from

http://www.ierg.net/confs/2004/Proceedings/Kusumarasdyati.pdf

69
Peterson, E & Coltrane, B. (December 2003) Culture in Second Language

Teaching: Eric Digest retrieved March 05, 2010 from

http://www.cal.org/resources/Digest/digest_pdfs/0309peterson.pdf

Salli-Copur, D (2005, August). Coping with the problems of mixed ability

classes. The internet TESL Journel, 11(8).

Satterwhite, M. & Olson, J. (2007). Business Communication at Work 3rd Ed.

Newyork: McGraw Hill International Edition.

Stempleski, S. & Tomalin, B. (1990). Video in action. Recipes for using video in

language teaching. New York: Prentice Hall.

Stempleski, S. (2000). Video in ESL Classroom: Making the most of the

movies. ESL Magazine, March/April 2000, p10-12

Talavan-Zanon, N (June 2006) Using Subtitles to Enhance Foreign Language

learning. Retrieved on March 01, 2010 from

http://dialnet.unirioja.es/servlet/fichero_articulo?articulo=2371555&orden=88833

Ur. (2006). A Course in Language Teaching, Practice & Theory. Cambridge:

Cambridge University Press.

Van Duzer, C. (1997). Improving ESL Learners Listening Skills: At the

workplace and beyond. Washington D.C: National Clearinghouse for ESL

Literary Education. Retrieved on April 01, 2009 from

http://www.cal.org/caela/esl_resources/digests/LISTENQA.html

Walker, C. (1999). Teachers Guide to Using Film & TV. London: Pearson

Education

70
Appendix A
PRETEST
Name of the Candidate: _________________
Task 1
Comprehension Questions
Are the following sentences true or false?
1. The people will be dispersed if their leader is struck. T F
2. The king orders to send assassins to kill Wallace. T F
3. Wallace cannot smell an ambush. T F
4. Wallace didnt trust the queen. T F
5. The king sends his son to W allace with the notion that he comes in peace.
T F
6. The prince would be very happy if the queen is killed. T F

Task 2
Identify the Eight words which you didnt hear in the video clip

Struggle, bear, torment, object, fought, family,

Superiority, agony, most urge ntly, honour, pain,

consciously,

Mocking, rejecting, pa in, endurance, civility, insulting,

Better, tempt, heartily, forget, exclude, folly,

Prevail, destitution

71
 Task 3

Choose the most appropriate words

1. (husband) I didnt get ________ they didnt pay up they call it ________, said the

fight was an embarrassment.

a) duff, contest b) duff, no contest c) dough, contest d) dough, no contest

Wife: what happened to your hand?

2. It broke again in ________ places.

a) 2 b) 3 c) 4 d) many

3. They say Im ________, Mae. I cant be a ________ any more.

a) tough, broker b) through, fighter c)tough, fighter d) through,

boxer

4. (Wife) Mercy if you aint work were not gonna be able to pay the _____ or the

heat. And were out of out of credit at ______.

a) electricity, grocer b) electricity, grocery c)electric, grocery d) electricity,

grocers

5. What does the wife mean by the statement I think we pack the kids.

Ans:

72
Task 4

Fill in the blanks

(Darcy) you danced with the only ha ndsome girl in the roo m.

1) (Bengley) She is the most beautiful _________ I ever _________.

2) You ______return to your partner. And e njoy her smiles.

3) Her sister is not beautiful to _______ me.

4) (girl) If he likes you, you would have to _____ to him.

Task 5

Fill in the blanks

(Hayley) Oh! Thats so good, I want more

1. (Hayley) You justnt ______ _______ the man thats looking for ________ over

the internet.

2. (Jeff) you work as a _______ you would find it very _______ that peoples faces

lie.

3. (Jeff) things you do wrong ________ you.

4. (Jeff) my _______ is my studio.

Task 6
73
Answer the following questions in the shortest possible way.

1) What is the op inion of Jeff regarding Hayleys age?

Ans:

2) What does Jeff do by profession?

Ans:

3) For how long Jeff and Haley been chatting?

Ans:

4) this is officially sick what does the statement mean?

Ans:

74
Appendix B
Personal Information

Please Tick the most appropriate answer.

Gende r: Male Female Nationality: ______

Age: 15-20

21-25

26-30

31-35

36-41 years

Highest Qualification:

SSC

HSSC

BA/BSc

BS/MA

MS/MPhil

Other: ______

FILM SURVEY

Answer the following q uestions individually

1. What kind o f movies do you generally p refer? (You can pick more than one)

a. classics (1920s-1950s)

b. Comedy

c. Drama

75
 d. Romance

e. Action/adventure

f. Horror/Terror

g. Mystery/Suspe nse

h. Psychological

i. Other: __________

2. What kind of movies would you like to see in this class?

3. Name three movies that you really enjoyed. For each, give one reason why you

enjoyed this movie.

4. Name an actor/actress that you really like. Why do you like this person?

5. What attracts you to see certain films?

a. Actor/Actress

b. The director

76
 c. Stor y

d. Country

e. Review from the movie critics.

f. Word of mouth (advice from family, friends, acquaintance)

g. Other: _______

6. What is you main purpose/goal in taking this class?

a. to see films you have never seen before

b. to learn more about American Culture through films

c. to improve my listening comprehension

d. to analysis/learn about cinematic style

e. to improve my knowledge of idioms and slang

f. to participate in discussions about movies

g. other: ____________

7. What percentage of Class time would you like to spend on each of the following?

(Please make sure your percentage add up to 100).

a. _____ Watching movies

b. _____ Discussing movies

c. _____ Reading background information

d. _____ Learning new vocabulary

e. _____ Doing Listening Comprehension exercises

f. _____ Other:_________

77
Appendix C

WATCHING MOVIE PREVIEWS

Today, we are going to watch some movie previews. As you listen, take

notes on the following information:

Title:

Genre:

Characters:

Setting:

Plot:

78
Appendix D1
POST MOVIES TEST
PRIDE AND PREJUDICE
Q1: Fill in the blanks.

i. (Lydia) Be sure to invite Mr. Wickham he is a ______ to his profession.

ii. (Wickham) How long has Mr. Darsy been a ______ there?

iii. (Wickham) I have been _______ with his family since infancy.

iv. (Wickham) My father managed his ______.

v. (Wickham) Now I m a poor foot soldier too ______ to be noticed.

Q2: Identify the following s tatements as True or False.

i. Bingley has never seen so many beautiful girls in his life. T F

ii. Bingley was dancing with the only beautiful girl in the hall. T F

iii. Her sister is tolerable. T F

iv. Her beauty can tempt Mr. Darcy. T F

v. If he likes her she will taught him. T F

Q3: Ans wer the following questions in the shortest pos sible way.

i. Why Mr. Collins wants to have private audience with Miss Elizabeth?

ii. What does she requests her sister and father when they are leaving?

iii. What does Mr. Collins do by profession?

iv. What does Mr. Collins reply when Miss Elizabeth refuses his proposal?

v. What is the reaction of Elizabeths mother at the refusal of the proposal?

79
Appendix D2
POST MOVIES TEST
BRAVE HEART
Q1: Fill in the blanks.

i. (lady) I have come to discuss the kings ______.

ii. (lady) I understand you have recently been given the ____ of a knight.

iii. (man) that royal cousins hanged women and children from the city ____.

iv. (man) You see if his eyes can _____ you of the truth.

v. (man) The king desires ______?

Q2: Identify the following s tatements as True or False.

i. She is the Queen of England. T F

ii. The man trusts the king of England. T F

iii. The man accepts titles, lands and gold. T F

iv. He remembe rs Longshanks notion of peace. T F

v. They killed his wife to get to him. T F

Q3: Ans wer the following questions in the shortest pos sible way.

i. Whose face looks graver?

ii. Whose alliance do they need to prevail there?

iii. What does the young Bruce think about lands, titles and power?

iv. Why men fight for the young Bruce?

v. Will the young Bruce be on the wrong side again?

80
Appendix D3
POST MOVIES TEST
TITANIC
Q1: Fill in the blanks.

i. (girl) dont come any ______.

ii. (girl) dont _____ t o tell me what Ill & what I will and what will not do.

iii. (boy) I cant go, Im ______ now.

iv. (boy) to tell you the truth Im ______ about the water so cold.

v. (boy) I remember when I was a kid me and my father went ice ______.

Q2: Identify the following statements as True or False.

i. The boy and the girl knew each other. T F

ii. The girl is committing s uicide. T F

iii. The girl dont know what ice fishing is. T F

iv. She seemed a kind of indoor girl. T F

v. The water is very cold. T F

Q3: Ans wer the following questions in the shortest pos sible way.

i. For what the girl thanks the bo y?

ii. What was the bo y thinking a bo ut the girl?

iii. How many invitations have gone out?

iv. Is she happ y with her marriage?

v. What does the girl comment about his work?

81
Appendix D4
POST MOVIES TEST
THE PEARL
Q1: Fill in the blanks.

i. (Juana) whats ______ Kino?

ii. (Kino) I heard the ______ of evil.

iii. (Kino) its ______ now.

iv. (Kino) the ______ wouldnt come here.

v. (Juana) the ______ can kill my baby.

Q2: Identify the following s tatements as True or False.

i. Kino is a poor man. T F

ii. The snake bites the baby. T F

iii. The doctor wouldnt come to cure the baby. T F

iv. Juana wants to take the baby to the doctor. T F

v. The doctor cures only rich people. T F

Q3: Ans wer the following questions in the shortest possible way.

i. What kind of man the doctor is?

ii. What does Kino offer the doctor as fee?

iii. What is the reply of the doctor?

iv. What is the reaction of Kino?

v. Do the villagers accompany Kino while coming to the doctor?

82
Appendix E
POSTTEST
Name of the Candidate: _________________
Task 1

Comprehension Questions

Are the following sentences true or false?

1. The Princes is the kings daughter. T F

2. He said that he would attack no more cities and towns. T F

3. Main force of the kings army will come from Edinbur gh. T F

4. Wallace is a mindless barbarian. T F

5. She didnt bring the money back. T F

6. Wallace was a Scottish. T F

Task 2

Identify the Eight words which you didnt hear in the video clip

Not Interested, sweetening, offer, prematurely,

examine, speaking, Respo nsibly, anxious, news,

emotional, obligated to, residence, today, Meetings,

ears, listening, advisors, secret, New dig, information,

merger, eyes, timing, manager, Parish Community

83
 Task 3

Choose the most appropriate words

3. (donkey) thats beautiful, I didnt know you _______ _________.

b) Make, pottery b) wrote, pottery c) wrote, poetry d) make,

poetry

4. (princess) donkey, Im a princess and this is not a princess is _______ to look.

a) mean b) meant c) meaning d) means

3. (Shrek) I saw this flower and ______ you.

a) talk to b) thought of c) taught to d) think of

(Princess) Promise you wouldnt tell anybody....

4. (donkey) Look at my eye _________

a) touching b) teaching c)twitching d) twitchy

5. What doe s the do nke y mean by the statement Shreks ugly 24-7?

Ans:

84
Task 4

Fill in the blanks

1) (King) Scottish rebels have routed one of my ______ and murdered my

_________.

2) (Prince) I will deal with him like a common ________.

3) (King) Wallace has taken control of _________.

4) (King) I leave you here to quell this little __________.

Task 5

Fill in the blanks

1. This pearl will make us ____________ and will set us _____________.

2. My son will make numbers and ___________.

3. He will become the _________ of our people.

4. He will break the ________ that holds us in.

5. The pearl will give me a _________.

6. I gave my pearl to the _________.

85
Task 6
Answer the following questions in the shortest possible way.

1) Through whom will the character know?

Ans:

2) Who will become the leader of their people?

Ans:

3) Does the character know the worth of the pearl?

Ans:

4) Why Juan got upset?

Ans:

86
 Appendix G Posttest Result of the EFL Class

Q1 Q2 Q3 Q4 Q5 Q6 Total Average StDv Median % age

Max
marks 6 8 5 5 7 4 35 5.83 1.47 5.5 100%
S1 1 2 2 1 0 3 9 1.50 1.05 1.5 26%
S2 5 5 2 3 6 2 23 3.83 1.72 4 66%
S3 2 2 3 2 2 2 13 2.17 0.41 2 37%
S4 5 2 4 2 7 0 20 3.33 2.50 3 57%
S5 2 6 2 3 0 0 13 2.17 2.23 2 37%
S6 2 3 0 3 0 2 10 1.67 1.37 2 29%
S7 3 2 3 2 6 3 19 3.17 1.47 3 54%
S8 2 2 1 3 5 3 16 2.67 1.37 2.5 46%
S9 2 3 3 3 5 2 18 3.00 1.10 3 51%
S10 3 3 4 0 6 1 17 2.83 2.14 3 49%
S11 6 4 3 4 3 1 21 3.50 1.64 3.5 60%
S12 2 5 3 3 4 2 19 3.17 1.17 3 60%
total SD 4.40
Grand
Total 35 39 30 29 44 21 198 33 8.12 32.5 47%
G/ Total % 49% 41% 50% 48% 52% 44% 47% 47% 46% 49% 47%
Max Total 72 96 60 60 84 48 420 70 17.66 66 100%

87
 Appendix F Pretest Result of the EFL Class

Q1 Q2 Q3 Q4 Q5 Q6 Total Average StDv Median %age

Max
marks 6 8 5 5 7 4 35 5.83 1.47 5.5 100%
S1 5 5 5 5 6 4 30 5.00 0.63 5 86%
S2 4 5 4 4 5 3 25 4.17 0.75 4 71%
S3 5 4 5 4 4 3 25 4.17 0.75 4 71%
S4 5 4 4 4 6 4 27 4.50 0.84 4 77%
S5 4 5 4 4 7 3 27 4.50 1.38 4 77%
S6 6 4 5 3 5 3 26 4.33 1.21 4.5 74%
S7 4 6 4 5 6 3 28 4.67 1.21 4.5 80%
S8 4 6 4 3 6 4 27 4.50 1.22 4 77%
S9 6 5 3 4 5 3 26 4.33 1.21 4.5 74%
S10 4 5 4 5 4 3 25 4.17 0.75 4 71%
S11 6 3 5 3 4 4 25 4.17 1.17 4 71%
S12 4 7 5 4 7 4 31 5.17 1.47 4.5 89%
1.99
Grand
Total 57 59 52 48 65 41 322 53.67 12.60 51 77%
G/Total % 79% 61% 87% 80% 77% 85% 77% 77% 71% 77% 77%
Max Total 72 96 60 60 84 48 420 70 17.66 66 100%

88